Académique Documents
Professionnel Documents
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ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
DETAILS
Miss Miller
Science
3
Two 40 minute class periods
Vertebrates are animals that have a backbone, while
invertebrates are animals that do not have a backbone.
What is the importance of a backbone in a vertebrate?
Which animals are classified as vertebrates?
Which animals are classified as invertebrates?
Standard 3.1.3.A1: Describe characteristics of living
things that help to identify and classify them.
During a reading of What is a Vertebrate? by Bobbie
Kalman (C), all third grade students (A) will correctly
define (B) vertebrate and identify the five (D) kinds of
vertebrates by completing the first section of their
Vertebrates and Invertebrates Activity Guide.
During a lab activity (C), all third grade students (A) will
build two (D) Play-Doh animals and predict and analyze
(B) the effects of stacking wooden blocks on the
animals backs.
Formative Assessment:
Formal Evaluation: Students complete the Vertebrates
and Invertebrates Lab Sheet.
Informal Evaluation: Teacher observes and discusses
with students as they do the Vertebrates and
Invertebrates Lab. Teacher records observations on a
clipboard.
The KWL chart on the Smart Board fits into ISTE
standard 6c: Students communicate complex ideas
clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or
simulations. It relates to this standard since students
are using the Smart Board to communicate what they
know and want to know about vertebrates and
invertebrates. The Smart Board activity also aligns with
the Learning and Innovation Skills and Information,
Media, and Technology Skills of the Framework for 21st
Century Learning.
Student Profile:
Name of Student: Thomas
Age: 9
Grade Level: 3
Type of Disability: Cerebral Palsy with Cognitive
CK
Disability
Summary of disability characteristics: Hypotonia
(floppiness) in one arm, lack of coordination and
balance, speech difficulty (dysarthria), scooter bound,
able to use cane to stand for short periods of time,
sways when standing, leg braces (orthotic devices) on
both legs, gait disturbance (walks with a propulsive
gait), unsteadiness when walking, and learning
disability
Academic Profile: Below grade level (in special
education)
Capabilities: Able to operate scooter with hand that is
not impaired, able to support self with cane for a few
minutes, able to walk with cane for a few steps, able to
type on the computer with hand that is not impaired,
and able to write with hand that is not impaired
Limitations: Unable to stand with cane for long periods
of time, trouble talking clearly, difficulty writing legibly,
difficulty participating in some physical activity
(running, catching a ball, and throwing a ball), difficulty
with precise motions and fine motor skills (picking up a
pencil or other small object), and unable to sit down
without using both hands for support
Accommodations:
Teacher will use the hand-over-hand method to help the
student cut the pipe cleaner.
Teacher will divide the students Play-Doh into smaller
sections so it is easier for him to manipulate.
Teacher will highlight the directions on the Vertebrates
and Invertebrates Lab Sheet.
Student will use a pencil grip to help him write his
answers on the Vertebrates and Invertebrates Lab
Sheet.
SUPERVISING
TEACHERS
SIGNATURE
CK
Introduction
Explicit
Instructions
Lesson
Procedure
Closure
Teacher
Self-reflection